Abstract:

In this mini-dissertation the viability of total quality management as an approach to
improvement in learner achievement is researched. Some elements of total quality
management are used in the school/class in an effort to improve learner achievement.
Continuous improvement is seen as vital for both the teacher and the client (learner). The
teacher should try to continuously better himself in his subject field. Improvement in
learner achievement is made possible especially in the classroom, and for this reason
classroom management, as a component of educational management, has been discussed. Key aspects of total quality management as applied by the teacher in the classroom, to
improve learner achievement are discussed. The core of the argument is the improvement
of learner achievement. Most important is customer satisfaction. By the familiarisation of
the customer's background and character, the teacher is able to satisfy (the customer's)
academic needs. Evaluation and measurement are used to determine what the learner
knows, and how well it is understood. Knowledge of, and skills in using the measuring
instruments of total quality management is essential and for that reason the instruments
that will be useful in teaching are discussed. The total quality management model of
Murgatroyd and Morgan is discussed as a starting point where from total quality
management should be initiated. The following are the most important conclusions drawn from the literature study.
Total quality management views education as a system of interdependent
organisational elements. It attempts to satisfy the external customers, who provide
the learners and who pay the taxes that support the system. Evaluation is only meaningful if it can be linked to the educational goals of the
school. In the teaching process objective (short questions, multiple choice
questions) as well as subjective evaluation (observation of learner's contribution in
self-activity modules) are used. Classroom assessment emphasises continuous
improvement, and the elimination of learning problems when they are identified.
The emphasis on continuous improvement shows that the teacher, as well as the
customer, should not always be satisfied with performance only, but that the
learner's marks should serve as a starting point to improve on. If the ideas of total
quality management are used in the school positive results can be achieved.
Changes in the environment in and around the school, should be taken into account
as these play a role in the achievement of pupils. Knowledge and skills of the
measuring instruments are essential for successful total quality management
implementation. Successful total quality implementation, involves changing long-standing and often
deeply entrenched organisational and managerial habits. This implies a shift in
communication patterns and performance evaluation.